Introduction. The high demand for specialists in the area of physical education and sport with the teamwork skills, capable of addressing the problems effectively, communicative, resourceful, able to think creatively etc. and insufficiency of pedagogical conditions for physical training “soft skills” development in a higher school bring into focus the search for pedagogical possibilities including foreign language education potential. Justification and implementation of effective pedagogical conditions for physical training bachelors’ “soft skills” development when studying a foreign language within classroom and extracurricular work would resolve the problem. Materials and methods. The experiment on the testing of the pedagogical conditions was held in the Institute of Physical Training, Sport, Health and Safety in the Bunin Yelets State University in 2020–2021. For the research the students of the first and second years were chosen (n=68). The estimation of the students’ soft skills development level was carried out on the basis of theoretical analysis, synthesis, pedagogical observation and testing. The statistical significance of the results was approved with the χ2 Pearson test. Research results. The analysis of quantitative and qualitative data of the experiment showed a significant improvement of physical training bachelors’ ”soft skills” during foreign language studying through creating special pedagogical conditions (χ2 = 11,813> χ20,05). Discussion and conclusion. For the first time pedagogical conditions for physical training bachelors’ “soft skills” development during foreign language studying were justified and implemented on the basis of system and activity, subject-centered and context approaches. Pedagogical conditions imply the learners’ awareness of relevance of communicative, management skills, effective thinking and self-management; structural changes in a foreign language practical lesson, classroom and independent learners’ work. Under these conditions study guides can be developed; they can implement innovative pedagogical practices aimed at providing learners’ personal characteristics development as a predictor of a graduate’s professional success and competitiveness.

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The article clarifies the notion of grammar aids. The author systematizes the main types of grammar aids, which are advisable to use in the process of teaching the German language to students of non-linguistic specialties. The essence is revealed, and the examples of schematic, verbal, verbal-schematic and non-verbal aids are given. Particular attention is paid to the specificity of the use and the possibilities of one’s own working-out of aids at the deductive and inductive ways of presenting grammar material. The opinion on the performance of stimulating and guiding functions by the aids at all the stages of work on grammar is argued.